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Shared Reading: An Effective Instructional Model
children rather than to a single child. The shared reading model allows a group of children to experience many of the benefits that are part of storybook reading done for one or two children at home (Ferreiro & Teberosky, 1982; Schickendanz, 1978). The shared...
Word-form recognition accuracy, Word Fans
Class Length: 20 minutes Materials: One sheet of white printer paper for each student in the class, markers, a stapler Goal: Given a written regular word, the student can say the word with automaticity (abc -> "abc"). Items: All word-recognition words learned so far...
Word-Form Recognition Accuracy, Go Fish
Materials: Spanish sight word cards Goal: Given a written regular word, the student can say the word with automaticity ( abc -> Items: All word recognition words learned so far [edit] What to do Sit in a circle with your students. Shuffle the deck of cards and deal out five card...
The Chain Poem, a Way of Breaking the Ice
on such a day? Does sun crash into night? What if I get stuck? I ask students to help me. I always try to make something come alive. That is, I use personification in my model, as above, where the clock has a big appetite. When students see me using figures of speech, they m...
Word-Form Recognition Fluency, Word Bank
Materials: Set of 15-20 word-recognition word cards with the values of one-ten written at random on the opposite side of the card (example: bat on one side of the card and the number seven written on the opposite side of the card), about 100 co...
Everybody Show
numbers through 30.Objective 1.01: Develop number sense for whole numbers through 30. Connect model, number word (orally), and number, using a variety of representations. Count objects in a set. Read and write numerals. Compare and order sets and numbers. Use ordinals (1st-10th...
 An Overview of Medical and Public Health Literature Addressing Literacy Issues: An Annotat...
NCSALL Reports #14 January 2000 22 However, when asked to estimate their own reading ability, 76% of the sample reported reading “very well” or “well.” Because the REALM tests only word recognition skills, it is suggested that actual reading comprehen...
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NCSALL Reports #14 January 2000 22 However, when asked to estimate their own reading ability, 76% of the sample reported reading “very well” or “well.” Because the REALM tests only word recognition skills, it is suggested that actual reading comprehension skills are likely to be even lower than shown by the data. Recommends that clinicians practicing in settings with high rates of low literacy be aware of the incongruities
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http://www.ncsall.net/fileadmin/resources/research/report14.pdf#page=23
www.ncsall.net/fileadmin/resources/research/report14.pdf#page=23
NCSALL Reports #14 January 2000 22 However, when asked to estimate their own reading ability, 76% <span class="highlight">of</span> the <span class="highlight">sample</span> reported reading “very well” or “well.” Because the REALM tests only word <span class="highlight">recognition</span> skills, it is suggested that actual reading comprehension skills are likely to be even lower than shown by the data. Recommends that clinicians practicing in settings with high rates <span class="highlight">of</span> low literacy be aware <span class="highlight">of</span> the incongruities
Word-Form Recognition Fluency, Rollin' Words
Materials: 1 die, 30 word-recognition cards of previously learned words divided into six piles, 6 post-it notes numbered 1-6 Goal: Given a written regular word, the student can recognize the word with automaticity ( abc -> "abc" ) Items: Any set of word-recogniti...
Utah's 3-Tier Model of Reading Instruction
interventions, and application across all content areas creating successful reading achievement for students. Utah’s 3 Tier Model of Reading Instruction provides Utah educators with a process for delivering quality, research-based instruction using Utah’s Cor...
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interventions, and application across all content areas creating successful reading achievement for students. Utah’s 3 Tier Model of Reading Instruction provides Utah educators with a process for delivering quality, research-based instruction using Utah’s Core Curricula. The model provides a foundation for reducing the prevalence of struggling readers by creating a seamless K-12 instructional system aligning with federal and state legislative requirements. Utah’s 3 Tier Model is also a process to provide data
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http://centeroninstruction.org/files/3-tierread.pdf#page=5
centeroninstruction.org/files/3-tierread.pdf#page=5
interventions, and application across all content <span class="highlight">areas</span> creating successful reading achievement for students. Utah’s 3 Tier <span class="highlight">Model</span> <span class="highlight">of</span> Reading Instruction provides Utah educators with a process for delivering quality, research-based instruction <span class="highlight">using</span> Utah’s Core Curricula. The <span class="highlight">model</span> provides a foundation for reducing the prevalence <span class="highlight">of</span> struggling readers by creating a seamless K-12 instructional system aligning with federal and state legislative requirements. Utah’s 3 Tier <span class="highlight">Model</span> is also a process to provide data
Reading/Language Arts (CA Dept. of Education)
words within a word. Examples: depart, report.) 3. Teaching what is most useful 4. Making clear the limitations of structural analysis 5. Using extended text in opportunities for application Cunningham provides a model for reading big words that combines reading, meaning, and sp...
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words within a word. Examples: depart, report.) 3. Teaching what is most useful 4. Making clear the limitations of structural analysis 5. Using extended text in opportunities for application Cunningham provides a model for reading big words that combines reading, meaning, and spelling and extends the steps by teaching (1) prefixes that are useful from a meaning standpoint (e.g., re-); (2) suffixes that are most useful (e.g., -ly, -er, -ful); and (3) a few useful roots (e.g., play, work, agree
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=104
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=104
words within a word. Examples: depart, report.) 3. Teaching what is most useful 4. Making clear the limitations <span class="highlight">of</span> structural analysis 5. <span class="highlight">Using</span> extended text in opportunities for application Cunningham provides a <span class="highlight">model</span> for reading big words that combines reading, meaning, and spelling and extends the steps by teaching (1) prefixes that are useful from a meaning standpoint (e.g., re-); (2) suffixes that are most useful (e.g., -ly, -er, -ful); and (3) a few useful roots (e.g., play, work, agree
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=124
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=124
four through eight should receive at least two hours <span class="highlight">of</span> language arts instruction each day. 5. Monitor student progress and adjust the instruction and time allocations accordingly. The proficiency <span class="highlight">of</span> all students in the fundamental <span class="highlight">areas</span> <span class="highlight">of</span> reading, includ­ ing word <span class="highlight">recognition</span>, fluency, academic language, and comprehension strate­ gies, must be determined. Once students have mastered the code, they may need additional assistance in a number <span class="highlight">of</span> <span class="highlight">areas</span> (Baker, Gersten, and Grossen 2002; Howell and Nolet
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